Summary of Unit A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
My class is a self contained class for students with emotional disabilities and other disabilities. The ultimate goal for all of these students is for them to successful transition into their general education classrooms. In order to do this, it is imperative that they are able to demonstrate a generalization of appropriate and safe social behaviors. Creating meaningful and student specific social stories is an effective way to teach the social skills that will be needed for successful transition to the general education community. The goal of this project is for the student to create meaningful social stories to help learn the needed skills. Then, take the next step by creating personalized video that allows them to model or express their use of these skills in the generalized community
Essential Questions What will guide student
inquiry?
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The essential questions will be based on the social skill being targeted. For example, a student may need to know how to share with peers while on the playground. A social story about this will be created and video produced based on this story. Essential questions asked may be: Why do we have school rules? (open/overarching), Why should we follow them? (open/topical), How do you show that we are respecting others? (guiding/overarching), How do we apply this in the school/home/community?(guiding/topical)
Academic Standards Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
Technology focus standard: 3T-F3. Use prescribed technology tools for publishing and presenting information Others that are supported:
3T-F1. Use prescribed technology writing or drawing tools for communicating and illustrating
4T-F1. Communicate with others using telecommunications, with support from teachers, family members or student partners
6T-F1. Use technology resources for problem solving, self-directed learning and extended learning activities Workplace Skills focus standard: 4WP-F3. Demonstrate teamwork skills by contributing ideas, suggestions and effort; resolving conflicts; and handling peer pressure Additional disciplines supported: Reading fluency, the writing process and components (including 6 traits).
Student Outcomes What will students learn
and do?
Students will be able to recall key information learned in social skills classes and recreate them in a social story or social movie. Students will be able to identify pcitures or ideas that represent key social skill concepts and apply them to photostory to create personalized social stories. Students will be able to express their logic and reasoning through multiple media resources. Students will appropriately use technology, with support as needed, to create social movies and social stories.
Understanding of socially acceptable behavior and indication of how to appropriately demonstrate them.
Procedures for Lesson - Steps in the process - Responsibilities - Guiding - Questions - Student products
-Teach social skill lesson (story, skill streaming cards, model, role play, discussion)
-Have students demonstrate understanding of desired skills (verbal, act out, write, draw). Assess and reteach as needed.
For Social Movie: Brainstorm flow of the story, roles, etc., plan movie out, act out while recording, download and edit footage to create movie (teacher assisted process).
For PhotoStory: Brainstorm flow of the story.; Create story line/key ideas that need to be represented. For safety, teacher preselect variety of pictures from Flickr.com or other digital picture source. Teacher present the pictures to the student and assist as needed in selecting the pictures that best represent the key ideas/themes/messages. Create PhotoStory according to directions in PhotStory and add voice/music/editing/words/etc. to create the story.
Tools and Resources - Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
Skill Streaming social skills materials, preselected social skills materials, local community/environment, digital camera and equipment (see PCDS supply list), flick.com, microphone, computer, teacher/student made props as needed, appropriate permission forms to video tape
Learning Environments - Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
My class is a self contained class for students with emotional disabilities and other disabilities. The school technician assisted throughout the year. All parents did not give permission so their children could not participate.
Modifications Special Ed, Gifted, ELL
My class is a self contained class for students with emotional disabilities and other disabilities. Modifications and supports were provided as needed but the students were encouraged to participate to the highest capacity possible.
Overview
Title: Yolanda Wheelington
Grade Level: k-3
Subject Area: Special Ed, self-contained, emotional disability
Time Frame (when, duration): 09/09 - 04/10
Description
Summer: Complete the first four sections
Workshops: Complete the entire proposal
Arizona Content Standards may be found at:
http://www.ade.state.az.us/standards/contentstandards.asp
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
Creating meaningful and student specific social stories is an effective way to teach the social skills that will be needed for successful transition to the general education community. The goal of this project is for the student to create meaningful social stories to help learn the needed skills. Then, take the next step by creating personalized video that allows them to model or express their use of these skills in the generalized community
What will guide student
inquiry?
The essential questions will be based on the social skill being targeted. For example, a student may need to know how to share with peers while on the playground. A social story about this will be created and video produced based on this story. Essential questions asked may be:
Why do we have school rules? (open/overarching), Why should we follow them? (open/topical), How do you show that we are respecting others? (guiding/overarching), How do we apply this in the school/home/community?(guiding/topical)
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
3T-F3. Use prescribed technology tools for publishing and presenting information
Others that are supported:
3T-F1. Use prescribed technology writing or drawing tools for communicating and illustrating
4T-F1. Communicate with others using telecommunications, with support from teachers, family members or student partners
6T-F1. Use technology resources for problem solving, self-directed learning and extended learning activities
Workplace Skills focus standard:
4WP-F3. Demonstrate teamwork skills by contributing ideas, suggestions and effort; resolving conflicts; and handling peer pressure
Additional disciplines supported:
Reading fluency, the writing process and components (including 6 traits).
What will students learn
and do?
http://www.odu.edu/educ/llschult/blooms_taxonomy.htm
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
-Have students demonstrate understanding of desired skills (verbal, act out, write, draw). Assess and reteach as needed.
For Social Movie: Brainstorm flow of the story, roles, etc., plan movie out, act out while recording, download and edit footage to create movie (teacher assisted process).
For PhotoStory: Brainstorm flow of the story.; Create story line/key ideas that need to be represented. For safety, teacher preselect variety of pictures from Flickr.com or other digital picture source. Teacher present the pictures to the student and assist as needed in selecting the pictures that best represent the key ideas/themes/messages. Create PhotoStory according to directions in PhotStory and add voice/music/editing/words/etc. to create the story.
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL